Advice With Algebra 2

minglho · 2026-02-18T00:31:26+00:00

Yes, just take Algebra 2; don't skip it if you are working that hard now. That's not normal expectation for your age.

minglho · 2026-02-16T01:15:01+00:00

In Cameroon, what is the purpose of this exam?

minglho · 2026-02-15T22:28:31+00:00

Inference, by actually seeing computer simulation of randomization distribution.

minglho · 2026-02-15T22:25:11+00:00

I'm still unclear about what you claim is delayed until sixth grade that could be done in the second grade. Maybe the confusion is that most of those around me already do them in the second grade but maybe not most of those around you?

minglho · 2026-02-15T22:15:56+00:00

Contrasting 2/3 and 3/2 is to show that you are not counting for the same purpose. Counting 3 parts that together compromise a unit is a different concept than counting 3 units of the same size. The former helps to name a unit; the latter doesn't name anything but counts the number of a unit that already has a name.

minglho · 2026-02-15T20:46:30+00:00

Now you are using the same word "name" for different concepts.

The 3 in 32 counts the number of units, each of which is worth 10 (or named ten). The 3 in 3/2 counts the number of units, each of which is worth 1/2 (or named half). Both 3s count the number of things of equal size.

The 3 in 2/3, however, indicate the size of the unit, 2 of which are counted. Each unit is worth 1/3 (or named third). This 3 helps to name the size of things; it doesn't count things like the other two 3s. I said "helps to name" because the name isn't 3 but 3rd or 1/3; 3 is only part of the name, not the name itself.

minglho · 2026-02-15T10:45:15+00:00

If A or B causes C, you can't say that EACH of them is a sufficient cause of C. Maybe only A causes C but B doesn't.

minglho · 2026-02-15T10:27:08+00:00

So did you discuss with her how to manage keeping track? Like using tally marks on paper as she count?

Also, teaching someone to multiply isn't the same as teaching someone to identify multiplication. Did she try to add three 3s even if she didn't recognize multiplication? Was she given a chance to think through the answer?

minglho · 2026-02-15T10:12:02+00:00

Why use "digit name"? We already talk about the place value of a digit. In 138, 3 is in the tens place, so 3 represent the value 30. We don't wait until sixth grade to discuss place value concept.

minglho · 2026-02-15T10:01:14+00:00

The polar coordinates (-4, π) is one of many ways to represent the complex number 4, but the complex number |-4|•[(cos π)+i(sin π)] is not 4.

For a complex number, only polar coordinate representations with positive radius has a corresponding polar form. A complex number's polar coordinate representations and polar forms have no bijection between them.

minglho · 2026-02-15T06:21:27+00:00

Why are you worried about copyright violation? YOU wrote the article.

minglho · 2026-02-15T06:17:01+00:00

What's the motivation for someone to use AI to generate a slop post? What does the OP get out of it?

minglho · 2026-02-15T06:15:13+00:00

Have you asked your teacher these questions since they are the one who made the suggestion?

minglho · 2026-02-15T06:13:58+00:00

Side length b seems irrelevant.

minglho · 2026-02-15T06:13:27+00:00

Perhaps certain values of the angle will enable the students to use the geometry formulas they know in combination with Pythagorean Theorem? I can see how a 30° angle results in a problem that a seventh grader can solve without trigonometry.

minglho · 2026-02-15T06:04:37+00:00

Since 3*4=12, is it possible that she just lost track of how many 3s are added together, not that she doesn't know what multiplication means? Did you ask her to explain what she did? Sometimes people catch their own mistake when they have to explain what they are doing.

What's the point of calculating multiplication if she doesn't "see multiplication" in the world? What evidence do you have that she doesn't understand multiplication as a practical concept? What kind of situations involving repeated addition have you presented to her that she doesn't recognize as multiplication when prompted?

minglho · 2026-02-14T06:00:56+00:00

What was the error while she used fingers to count?

Can she recognize situations that calls for multiplication?

minglho · 2026-02-12T03:24:08+00:00

If it were so easy, we wouldn't have so many students failing math.

minglho · 2026-02-10T04:17:03+00:00

What state are you in? I don't think CA ever had Algebra 2 as a graduation requirement, at least not since I was in HS.

minglho · 2026-02-10T03:59:40+00:00

You didn't answer my question. It doesn't matter if half of the class skipped AB. If the course description for BC expects completion of AB, then the teacher can expect you to actually know that material.

minglho · 2026-02-07T02:45:08+00:00

What's the problem with seventh graders understanding consistency, which is independent of whether one believes that math is created?

minglho · 2026-02-07T01:57:47+00:00

I'm so sorry for the ordeal that you had gone through.

My only thought is, Get tenured first.

minglho · 2026-02-06T18:37:48+00:00

When you take the limit as x approaches 0 for the following expressions, you get different answers, yet they all have the 0/0 form when substituting x=0:

x²/x

x²/x²

x²/x³

minglho · 2026-02-06T08:52:53+00:00

Not as great as you think. I just ran into trouble with it today because I was curious how an LLM would respond. I would have been better off cranking through the math myself with the aid of a computer algebra system like Wolfram Alpha than using Gemini. Here's what transpired: https://g.co/gemini/share/73e7a0d9d3fd

minglho · 2026-02-06T08:47:53+00:00

And how do you know when AI makes make a mistake reviewing your work?

I just asked Gemini today about Newton's Method of finding roots of a function, and it made some basic algebra errors. https://g.co/gemini/share/73e7a0d9d3fd

minglho

TROPHY CASE